or these:
Who knew that when he went away,
Departing from his door,
How or when he would come back,
Or whether never more?
For he who went away in health,
In battle soon waylaid,
Which took him in the prime of life,
To lie in a distant grave.
No, there is little doubt of the need for teaching clearness and improving taste. As for correct and grammatical writing, one week's study of a popular daily newspaper yielded the following excerpts from a collection of two-score:
In the last resort we have to depend upon a jury drawn from the people to convict the scoundrel who has tainted our public life, and unless that jury does not do its duty, unless it is backed by the public sentiment of the people....
The accused was ordered to pay £3, or a month's imprisonment in default. At Paignton, in Devon, a gigantic plum-pudding is made and distributed to the poor, which in 1897 weighed 250 lb.
... the officers closed on him. In throwing him to the ground the revolver dropped from his hand.
The charge is 50 per cent. higher than the same sheet may be bought in the street just outside. But what is a penny to an American?
—— —— had an unfortunate experience. While seated in his greenhouse it was wrecked by the wind, and on being extricated it was ascertained that both his legs were broken above the knee, necessitating his removal to the infirmary.
Provocation has been given by the hostile and shifty conduct of the Tibetan authorities, since the signing of the Treaty of 1800, which would have justified earlier punishment.
While riding in a hansom at Southport a runaway horse dashed into the conveyance, and the shaft of the trap penetrated her body, pinning her to the hansom, and causing almost instantaneous death.
But if you come to estimate a day's work—even in foot-pounds—the woman who cleans, bakes, washes, and takes to school six children, carries water and tramps upstairs and down for sixteen hours a day, need not fear comparison as to kinetic energy even with a miner working eight hours.
What is the schoolmaster doing about it? He is teaching a great variety of languages ancient and foreign, sciences, arts and crafts, and among other things he is believed to teach "English." He has found out that it does not come by nature, and that a mastery of the English language cannot be assured by teaching something quite different. But as to the best method of teaching boys and girls to write, read, and appreciate good English there is a controversy. Just as in most other branches of education there is a traditional method and a reformed method. Upon the latter some of us build hopes of extraordinarily great achievements, and if these hopes lead us into impatience we must ask for pardon.
Though Mr. Mais[2] justly claims credit for originality in departing occasionally from the fixed lines of English teaching as it is practised in the Public Schools, his "Course" mainly follows the traditional modes and is directed to the preparation of pupils for the orthodox type of examination. The nature of the course is indicated by the chapter-headings; for example: "Grammar and Syntax—Analysis, Parsing and Synthesis—Punctuation—Vocabulary—Letter-writing—Reproduction—Paraphrase—Dictation—Précis—Prosody—Figures of Speech—Indirect Speech—Essay-writing—Examination Papers." There are, beside these thoroughly normal chapters, six pages on Elocution, Debating, Lecturing, Acting, etc., a useful list of cheap books for a home library, more than fifty critical pages on Shakespeare, and a regrettable[3] twenty-page chapter entitled "Short History of English Literature." I think the author is trying to shake off a yoke which is not entirely congenial to him. But if he will make boys write essays on Scandinavia, explain Synecdoche, paraphrase Keats, "condense the Vision of Mirzah to 300 words," he cannot complain if he is mistaken for one of the old regime and guillotined in distinguished company.
[2] An English Course for Schools. By S. B. P. Mais, Assistant Master at Tonbridge School and Examiner in English to the University of London. Grant Richards Ltd.; 6s. net.
[3] e.g. "R. L. Stevenson represents the incurably romantic and is followed by Kipling and Conrad."
The traditional method begins with the copy-book and proceeds by way of dictation and formal exercises to its goal in the essay. Dictation is the core and kernel of it, for even when the exercise is called "composition" the subjects are so chosen that the pupil needs detailed guidance throughout and the results are practically uniform. The writing is accompanied by reading and grammar, but the reading is severely limited and the text is obscured by comment and minute explanation. Poetry is not only studied with notes: it is analysed and paraphrased and parsed. The grammar, which is also traditional, is alien both in its method and terminology. The people who invented "English" in the middle of the nineteenth century were the classical grammarians who knew only one way of teaching a language, and had been forced under pressure from indignant parents to put "English" on the syllabus. They gave it an hour a week: they spent that hour in parsing, in declining uninflected nouns, in conjugating, in insisting that because the complement of a Latin or Greek copulative verb is in concord with its subject therefore "It's me" must be wrong in English. They did violence to our tongue in other ways to make a Teutonic language fit a Latin system, introducing all sorts of unnecessary complications of gender, mood and case, which do not exist. They transferred to English the whole cumbrous system of Latin grammatical terminology and then set harmless English children to explain their hideous technicalities. All because they had an hour to waste and were determined to waste it in the manner to which they were accustomed. They were assisted in this ambition by the Scotch professors of rhetoric who were especially strong in figures of speech.
And then they remarked with pain and surprise that their method did not succeed. Their scholars did not appreciate good literature when it was taught to them. They lacked originality in their composition. They were tongue-tied in their speaking and muddled in their writing. There was once a man who determined to teach his monkey to sing "Voi che sapete," an air of which he was inordinately fond. So he took an old stocking with a hole in the toe and two holes in the heel and turned it inside out in order to conceal the holes, and crammed it full with shavings and breadcrumbs and fried it carefully and fed the monkey on it. When he complained that the monkey's voice was no better at the end of the course, his friends used to explain that it was because he was an old man and had lived in the reign of Queen Victoria.